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This article connects the Teacher Educator Technology Competencies (TETCs) to specific technology tools, applications and resources that can be employed in PK-12 and higher education classrooms. The author introduces the TETCs and suggests technology tools for active use by teacher educators and teacher candidates. The article presents various pedagogical models, such as project-based learning (PBL), the Flipped Classroom model, and game-based learning (GBL). Also, the author recommends professional development options, which include joining professional development organizations and using digital badging systems. The article offers a blueprint of how to actively begin using the TETCs as well as reasons why these competencies are important.

This action research project examined satisfaction levels and self-perceived barriers of distance learning faculty. It included methods of providing professional development opportunities for educators who teach online and hybrid courses. This solution-oriented investigation included problem identification, systematic data collection, reflection, analysis, data-driven action, and problem redefinition. The study focused on the factors that influence faculty satisfaction and dissatisfaction with distance learning. The research examined self-perceived barriers to faculty satisfaction and how distance learning could be improved. Various professional development options were offered for the participants as well as a discussion about the effects of these interventions. Selected key findings of the study indicated that there is a need for future research in the area of measuring and analyzing online faculty satisfaction levels and self-perceived barriers. Also, the findings demonstrated that there are distance learning faculty members who want more professional development options as well as clear guidelines for teaching distance learning courses. Furthermore, the findings suggested that higher education institutions may need to change their attitudes towards providing incentives for faculty who design and develop distance learning courses.

This study was designed to increase gender equity awareness in elementary school teachers with respect to student computer and technology usage. Using professional development methods with a group of teachers, the writer attempted to help them become more aware of gender bias in technology instruction. An analysis of the data revealed that teachers who were exposed to gender equity professional development training sessions were more likely to exhibit gender equitable teaching behaviors than they did prior to the sessions. The data also indicated that teachers provided more equitable assistance to their classroom students after being presented with gender equity interventions.

The growing symmetry in gender roles is a revolutionary change as consequential as technological advances and globalization. We illustrate how the social world in Canada has changed for women and men over the course of the last century, both in terms of greater gender equity and of policies supporting equity. However, some of the significant changes that occurred in the last 100 years have recently stalled, while the overall progress has been uneven for certain subgroups. We suggest reasons for both the stalling and the unevenness and make policy recommendations for reigniting the march to enhanced equality between the sexes. La symetrie croissante des roles lies aux identites sexuelles constitue un changement revolutionnaire, dont les consequences sont aussi puissantes que celles dues aux avancees technologiques et a la globalisation. Nous demontrons comment la sphere sociale canadienne a change pour la femme et pour l'homme durant le dernier siecle, tant au niveau de l'egalite des sexes qu'au niveau des politiques qui soutiennent cette egalite. Toutefois, certains des changements importants qui ont eu lieu durant le dernier siecle ont connu une recente stagnation, et certains changements n'ont pas ete appliques avec le meme effort dans tous les groupes sociaux. Nous proposons des explications pour cette stagnation et pour ces inegalites, tout en suggerant des ameliorations politiques qui viseront a relancer la progression vers une egalite complete entre hommes et femmes., IN 1929, AFTER DECADES of cultural and legal exclusion, the Privy Council of the United Kingdom formally acknowledged Canadian women as 'persons.' Since then changes in gender relations have radically [...]

The article explores the use of blogs and blogging in effective reading education among the language arts students in the U.S. Topics discussed include the promotion ofprewriting process enhancing the writing ability of students, the fundamental basics of prewriting and blogging and development of educational technology. It also emphasizes on the use of pre-blogging teaching method in classroom teaching.

This study was designed to increase gender equity awareness in elementary school teachers with respect to student computer and technology usage. Using professional development methods with a group of teachers, the writer attempted to help them become more aware of gender bias in technology instruction. An analysis of the data revealed that teachers who were exposed to gender equity professional development training sessions were more likely to exhibit gender equitable teaching behaviors than they did prior to the sessions. The data also indicated that teachers provided more equitable assistance to their classroom students after being presented with gender equity interventions [ABSTRACT FROM AUTHOR]